仁爱版八下英语 Unit 7 Food Festival Topic 2 Section B 教学设计（表格式）

课题 仁爱版八下英语 Unit 7 Food Festival Topic 2 Section B教学设计
一、Teaching Objectives 1. Knowledge Objectives Students will be able to master the key words and phrases in this class, such as “be sure (that)”, “be sure to do sth.”, “whether”, “fried rice”, etc. Understand and master the usage of object clauses, especially those guided by “whether”. 2. Ability Objectives Be able to use the learned words, phrases and object clauses for oral and written expressions, describing topics related to cooking, like whether they are sure to cook a certain dish well. Improve students’ reading comprehension ability by reading articles about cooking to obtain key information. 3. Thinking Objectives Cultivate students’ logical thinking when constructing sentences with object clauses, helping them analyze the sentence structure and word order correctly. Encourage students to think creatively when planning cooking tasks in group discussions, such as coming up with unique ways to prepare dishes. 4. Emotional Objectives Arouse students’ interest in cooking culture and inspire them to have the enthusiasm to try making delicious food by themselves. Encourage students to be brave to try when facing difficulties and enhance their self-confidence. 二、Teaching Key and Difficult Points 1. Teaching Key Points The application of key words and phrases. The formation and usage of object clauses guided by “whether”. 2. Teaching Difficult Points The correct word order and tense usage in object clauses, especially in complex contexts with “whether”. 三、Teaching Methods Situational Teaching Method: Create a context of preparing for a food festival to let students learn and use new knowledge in the context. Task-based Teaching Method: Assign various tasks, such as writing dialogues, reading short passages and answering questions, to prompt students to explore knowledge actively. Group Cooperative Method: Organize students to have group discussions and complete exercises together to cultivate their teamwork and communication abilities. 四、Teaching Procedures (一) Lead-in (5 minutes) Play a video of food making to attract students’ attention and lead to the topic of this class—cooking. Ask students questions: “Do you like cooking Have you ever tried to cook a dish by yourself Are you sure you can cook it well ” Guide students to answer in simple English, review the learned knowledge and introduce the new lesson naturally. (二) Knowledge Explanation (10 minutes) Vocabulary Teaching Display the new words and phrases of this class, such as “be sure (that)”, “be sure to do sth.”, “whether”, “fried rice”, etc. Use pictures, real objects or action demonstrations to help students understand the meanings. Explain the usage of words with examples: I'm sure that I can finish my homework on time. (Let students experience the usage of “be sure that” followed by a clause.) Be sure to come to the party tomorrow. (Explain the structure of “be sure to do sth.”) I'm not sure whether I can go to the movies tonight. (Introduce the usage of “whether” and let students have a preliminary feeling of object clauses.) Grammar Teaching—Object Clauses (Guided by “whether”) Combine the above examples to explain in detail the structure of object clauses guided by “whether”: the main clause + whether + the clause in declarative sentence order. Emphasize the word order problem of object clauses, that is, the clause should be in declarative sentence order, not interrogative sentence order. For example: “I don't know whether he is a good cook.” instead of “I don't know whether is he a good cook.” Consolidate with more examples and let students imitate to make sentences, such as: “She isn't sure whether she likes this kind of food.” (三) Practice and Consolidation (15 minutes) Oral Practice Divide students into groups and create a situation: Suppose each group is going to prepare a special dish at the food festival. Group members discuss their respective responsibilities and use the learned words and object clauses to express whether they are sure to complete their tasks well. For example: “I'm not sure whether I can cut the vegetables neatly. But I'll try my best.” Each group selects a representative to make a report and display. Written Practice Give some Chinese sentences about cooking plans and ask students to translate them into English, requiring the use of object clauses guided by “whether”. For example: “I don't know whether I can cook this dish as deliciously as my mother.” Complete the relevant exercises in the textbook. The teacher patrols and guides, and corrects students’ mistakes in time. (四) Reading Improvement (5 minutes) Distribute a short passage about cooking skills or food festival preparations and let students read it within a time limit. After reading, ask some questions, such as: “What kind of food is mentioned in the passage Are the people in the passage sure they can cook well What difficulties do they meet ” Guide students to find answers in the text with questions, cultivating students’ reading comprehension ability and information extraction ability. (五) Classroom Summary (5 minutes) Review the key words, phrases and grammar knowledge learned in this class with students, that is, the usage of object clauses guided by “whether”. Praise the active performance of students in class and encourage them to continue practicing after class, trying to communicate cooking experiences in English or making more preparations for the food festival. (六) Homework Assignment (5 minutes) Ask students to write a short passage using the learned knowledge to describe a dish they plan to make at the food festival, including the preparation process and whether they are confident to make it well. Require the use of at least two object clauses guided by “whether”. Recite the key words and phrases of this class and preview the next lesson. 五、Teaching Reflection During the teaching process, pay close attention to students’ reactions. Especially when explaining difficult grammar points, use more examples to make students understand thoroughly. In group activities, encourage students to participate actively to improve their oral expression abilities. Through after-class homework and subsequent courses, further consolidate students’ learned knowledge and improve their comprehensive English application abilities.